This paper reports the processes and ways in which a dedicated website has been developed by a group of seven colleagues at the Hong Kong Institute of Education (HKIEd) Science Department to support their student-teachers' development of teaching competence during various kinds of field experience activities such as practicum, teaching practice and school visits etc. From the outcome of our project, a comprehensive web-based system was created with the following specially selected features to help our student-teachers develop confidence and skills for the effective teaching of various science topics in schools: A data bank of 20 sets of video clips on exemplary parts of students' teaching performance in schools or microteaching at HKIEd as identified and selected by their supervisors. A collection of virtual reality resources which include a typical classroom or laboratory environment with a 3D/panoramic view etc. A website called Field Experience Support on Science (FESS) being developed at http://www.ied.edu.hk/fess/ which provides a platform for the management of the aforementioned 2 types of resources in the WWW plus various synchronous or 2 asynchronous communication channels as well as sharing of lesson plans, schemes of work and other teaching resources etc.

This is a narrative self study of the professional experience of a teacher educator on identity education in Hong Kong. In the process of promoting a set of teaching strategies to teacher educators, in-service and pre-service teachers of history and civic education, he was able to explore their perceptions on identity education for youngsters in Hong Kong after her political handover in 1997. It was found that while even educators felt ambivalent about their identities as Hong Kong Chinese, the directions and approaches for identity education also became controversial in the educational field in Hong Kong. This inquiry has demonstrated, with global significance, both the complexity of the issue of identity and the challenges of promoting identity education on a politically shifting landscape.

Schön's notion of artistry of professional practice as defined in the notion of 'framing' offers a way to capture an essential process of the practitioner's learning in practice in professional development. In the process of interacting with the practical situation, the practitioner has to rely on his/her past experience and understanding to experimentally impose meaning on the situation in action (Furlong et al, 1988). This involves 'a constant proves of interpretation, action, reflection and adjustment' (ibid: 123) in action-learning cycles, which is important to teachers' development of expertise (Pang, 2005). Applying such a notion of teaching to understand the processes provided in the action-learning cycles inherent in the design of Learning Study carried out in Hong Kong, this paper aims to report on a Learning Study carried out in the context of English language teaching at primary level, in which four primary ELT teachers were involved in an Institute-school collaboration project. In the process of the Learning Study which consisted of 10 to 12 meetings, the teachers involved and the researcher contributed in a collaborative manner their experiences and understandings to the framing of the lesson in focus. While reporting on the stages of the Learning Study, and the effectiveness of learning of the topic in focus, the paper will focus particularly on how the teachers had benefited in such a process of collective framing in addressing the pedagogical problem in focus. Implications will be drawn on the use of Learning Study as a tool for expertise development in teaching.

In this paper, I have inquired into the issue of identity in civic education in Hong Kong in the face of the 1997 political handover through an incident of my personal experience. This is a narrative self study in which the perceptions of civic educators of the issue of identity education for 1997 were revealed. The story of preparing a Catholic civic education project has helped show the complexity of the issue of identity education in Hong Kong. Three major observations were made in the inquiry. First, there was a general acceptance among civic educators of the pluralistic identities of Hong Kong Chinese. Second, the contention aroused over the issue of identity in Hong Kong during the transitional period did not lie in its plurality, but in the relative importance to be assigned to each of the identities, in particular to the national identity of Hong Kong Chinese. Third, a major concern over nationalistic education was focused on the approaches to be adopted in inculcating national identity.

Our research into contrasting approaches in Hong Kong and China towards CBI shows that balancing language and content, and teaching the language of the content constitute the major challenges in both contexts. Teacher education for both content background and language background teachers must focus on how language makes content meaning.

一向以來，教師是「課程的被動者」，重視「教」學的內容，雖則在課後作出檢討，但卻未能全面地探討「為甚麼結果是這樣的？」及「我如何作有效的改善！」藉著香港教育學院在2003年推出一個嶄新的在職教師進修課程「小學教師專業發展課程──教育革新」，教師們在五星期內學習有關視覺藝術科的教學理論外，更需要在任教的學校以行動研究模式進行一個專題校本設計。本文是針對四個曾於2003-04年實施的研究個案：(一) 公共藝術在校內的實施──洗手間重塑計劃；(二) 黃大仙、立體聲：探討以聲音提昇學生的創造力；(三) 「參觀藝術館活動」如何提升藝術評賞的教與學；(四) 透過視覺藝術課程促進親子關係。教師們會以真實經驗講述整個實施過程，而討論者亦會藉著這四個個案在藝術與生活及教學反思兩方砷，探討教師在整個研究中對專業發展的成效與啟示。